Considering Instructional Contexts in AAC Interventions for People with ASD and/or IDD Experiencing Complex Communicative Needs: A Single Case Design Meta-analysis

2021 ◽  
Author(s):  
Jay Ganz ◽  
James E Pustejovsky ◽  
Joe Reichle ◽  
Kimberly Vannest ◽  
Margaret Foster ◽  
...  
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Communication Style ◽  
Behavioral Strategies ◽  
Single Case Design ◽  
Screening Process ◽  
Context Variables ◽  
Communication Needs ◽  
Case Design

For children with autism or intellectual and developmental disabilities who also have complex communication needs, communication is a necessary skill set to increase independence and quality of life. Understanding the how, where, and communication style being taught is important for identifying deficits in the field as well as which interventions are most effective. This meta-analysis sought to identify effectiveness among different settings, behavioral strategies, and moderator variables. A systematic search and screening process identified 114 eligible studies with 330 participants; overall outcomes indicate that AAC interventions were effective with Tau effects ranging from 0.53- 1.03 and LRR effects ranging from 0.21- 2.90. However, no instructional context variables systematically predicted differences in intervention effectiveness.

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

2019 ◽  
Vol 89 (4) ◽  
pp. 569-611 ◽  
Author(s):  
Judith R. Harrison ◽  
Denise A. Soares ◽  
Stephen Rudzinski ◽  
Rachel Johnson
Keyword(s):  
Systematic Review ◽  
Attention Deficit ◽  
Single Case ◽  
Meta Analysis ◽  
Self Management ◽  
Evidence Based ◽  
Single Case Design ◽  
Exceptional Children ◽  
Students With Adhd ◽  
Case Design

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities

2016 ◽  
Vol 38 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Matthew E. Brock ◽  
Erik W. Carter
Keyword(s):  
Students With Disabilities ◽  
Performance Feedback ◽  
Single Case ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Single Case Design ◽  
Group Design ◽  
Educator Training ◽  
Effective Training ◽  
Case Design

Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.

scholarly journals Studies of Context Variables in a Verbal Episode

2017 ◽  
Vol 44 ◽  
pp. 16
Author(s):  
Ueliton Santos Gomes ◽  
Ítalo Rodrigues Freitas Mendes ◽  
Sherman Calixto Prado ◽  
Antônio Carlos Godinho dos Santos ◽  
Elisa Tavares Sanábio Heck ◽  
...  
Keyword(s):  
Single Case ◽  
Verbal Instruction ◽  
Single Case Design ◽  
Experimental Conditions ◽  
Verbal Stimuli ◽  
Verbal Responses ◽  
Verbal Instructions ◽  
Following Instructions ◽  
Context Variables ◽  
Case Design

Abstract: The goal of the present work was to investigate the relations between the independent variables, which in this study were verbal (instructions) and non-verbal (figures and images of objects) contexts and their effects in the dependent variable, which was the descriptive behavior of OBJECTS and ACTIONS in a total verbal episode. An experiment was conducted as a verify: 1) if verbal and non-verbal contexts exert control over verbal responses in a total verbal episode. This experiment was conducted with ten (10) participants with ages varying from 19 to 25 yeas. Each participant was exposed to 4 different experimental conditions (CONDITIONS 1, 2, 3 and 4) in a single-case design. During the CONDITIONS 1, 2 and 3 the following instructions was presented: “QUEIME LOGO SUA PONTA AÍ”, being that in the CONDITIONS 2 and 3 the following non-verbal stimuli were presented: MATCHES and a STRING (figures and images) and in the CONDITION 3: MATCHES and a CANDLE (figures and images). In the CONDITION 4 the instruction presented was “QUEIME LOGO ESSA PONTA AÍ. CALMA SENHOR, SENÃO ACABO ESTRAGANDO A ROUPA”. In each condition the participant was asked to write his answers. A categorization of the textual responses as referent to OBJECT or ACTION was used for analysis. We verified a considerable frequency of textual verbal responses that made reference to the related objects (figures/images) and actions. We concluded that both the verbal (instruction) and non-verbal (objects) contexts, when altered, controlled changes in the participants’ responses across the experimental conditions in a systematic way. Keywords: context. verbal episode. verbal behavior. behavior analysis. Experimental psychology -------------------------------------------------------------------------------- Estudos de variáveis de contexto em um episódio verbal Resumo: O presente trabalho teve como objetivo investigar as relações entre as variáveis independentes, que neste estudo foram os contextos verbais (instrução) e não verbais (Figura/imagem de objeto) e seu efeito na variável dependente, que foram os comportamentos que descreviam respostas referentes à OBJETOS e a AÇÃO em um episódio verbal total. Foi realizado um experimento para verificar: 1) se contextos verbais (instruções) e não verbais (objetos) exercem controle sobre respostas verbais em um episódio verbal total. Este experimento foi realizado com dez (10) participantes com idades entre 19 a 25 anos. Cada participante foi submetido a 4 condições experimentais diferentes (CONDIÇÃO 1, 2, 3 e 4) em um delineamento de sujeito como seu próprio controle. Nas CONDIÇÕES 1, 2 e 3 foi apresentada a seguinte instrução “QUEIME LOGO ESTA PONTA AÍ”, sendo que nas CONDIÇÕES 2 e 3 foram apresentados os seguintes estímulos não verbais CONDIÇÃO 2: FÓSFORO e BARBANTE (Figuras/imagens) e na CONDIÇÃO 3: FÓSFORO e VELA (Figuras/imagens). E na CONDIÇÃO 4 foi apresentado a instrução “QUEIME LOGO ESTA PONTA AÍ. CALMA SENHOR, SENÃO ACABO ESTRAGANDO A ROUPA”. Em cada condição o participante foi solicitado a responder suas respostas por escrito. A análise foi realizada com a categorização das respostas textuais referentes a OBJETO e a AÇÃO. Verificou-se que uma frequência considerável de respostas verbais textuais que faziam referencia aos objetos relacionados (Figuras/imagens) a ações. Concluiu-se que tanto o contexto verbal (instrução) quanto o contexto não-verbal (objetos) quando alterados, também alteravam sistematicamente o responder dos participantes nas diversas condições experimentais. Palavras-Chave: contexto. episódio verbal. comportamento verbal. análise do comportamento. psicologia experimental -------------------------------------------------------------------------------- ■ Text in Portuguese

How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.

2021 ◽  
Vol 36 (2) ◽  
pp. 107-121
Author(s):  
Maryellen Brunson McClain ◽  
Cassity R. Haverkamp ◽  
Kandice J. Benallie ◽  
Sarah E. Schwartz ◽  
Vicki Simonsmeier
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Meta Analysis ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Asd ◽  
Case Design
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